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Personal Learning Networks: Implications for Self-Directed Learning in the Digital Age

Personal Learning Networks: Implications for Self-Directed Learning in the Digital Age

Teresa J. Carter, Jeffrey S. Nugent
Copyright: © 2011 |Pages: 15
ISBN13: 9781616929060|ISBN10: 1616929065|EISBN13: 9781616929077
DOI: 10.4018/978-1-61692-906-0.ch014
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MLA

Carter, Teresa J., and Jeffrey S. Nugent. "Personal Learning Networks: Implications for Self-Directed Learning in the Digital Age." Encyclopedia of Information Communication Technologies and Adult Education Integration, edited by Viktor Wang, IGI Global, 2011, pp. 226-240. https://doi.org/10.4018/978-1-61692-906-0.ch014

APA

Carter, T. J. & Nugent, J. S. (2011). Personal Learning Networks: Implications for Self-Directed Learning in the Digital Age. In V. Wang (Ed.), Encyclopedia of Information Communication Technologies and Adult Education Integration (pp. 226-240). IGI Global. https://doi.org/10.4018/978-1-61692-906-0.ch014

Chicago

Carter, Teresa J., and Jeffrey S. Nugent. "Personal Learning Networks: Implications for Self-Directed Learning in the Digital Age." In Encyclopedia of Information Communication Technologies and Adult Education Integration, edited by Viktor Wang, 226-240. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-906-0.ch014

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Abstract

Twenty-first century information communication technologies are enabling learners to create personal learning networks (PLNs) tailored to individual learning goals, needs, and interests, with implications for self-directed learning in the digital age. New, readily available digital media tools, open courseware, and other Web 2.0 technologies are changing how learners interact online, creating a participatory culture of knowledge sharing and content creation that is very different from early uses of the Web for accessing content. As learners participate in the multiple virtual communities of practice that comprise a PLN, they require new skills that merit reconsideration of the role of the educator in helping learners to become self-directed in both formal and informal learning contexts.

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